Abstract

In this chapter we argue for a practice-centered approach to post-graduate management education. We set our arguments in the broader context of the nature of professional learning and expertise, and begin by considering the nature of professional knowing, the nature of professional expertise and the ways in which professionals learn. To sustain our arguments, we draw on our research on the learning of other professional groups such as teachers and
financial traders in investment banks. In particular, we argue that designing learning environments and experiences
should replace the current emphasis on organizing curriculum ‘content. To illustrate one way that a practice-centered pedagogy might be approached we describe a portion of the post-graduate management curriculum at the Open University and the way in which the program learning design revolves around a series of dialogues: between different disciplinary perspectives on management; between theory and practice; and between participants different experiences of the world. We conclude with some proposals for a practice-centered teaching and research agenda